MS-LS1-7   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms

PS3.D: Energy in Chemical Processes and Everyday Life

  • Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. (secondary)

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS1.B

Articulation of DCIs across grade-bands:

5.PS3.D ; 5.LS1.C ; 5.LS2.B ; HS.PS1.B ; HS.LS1.C ; HS.LS2.B

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS1-7)

MS-LS1-7   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms

PS3.D: Energy in Chemical Processes and Everyday Life

  • Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. (secondary)

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS1.B

Articulation of DCIs across grade-bands:

5.PS3.D ; 5.LS1.C ; 5.LS2.B ; HS.PS1.B ; HS.LS1.C ; HS.LS2.B

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS1-7)

MS-LS1-7   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms

PS3.D: Energy in Chemical Processes and Everyday Life

  • Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. (secondary)

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS1.B

Articulation of DCIs across grade-bands:

5.PS3.D ; 5.LS1.C ; 5.LS2.B ; HS.PS1.B ; HS.LS1.C ; HS.LS2.B

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS1-7)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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Related Evidence Statements
MS-LS1-7-1 Evidence Statements
Related Quality Units
Middle School: OpenSciEd Unit 7.3: How Do Things Inside Our Bodies Work Together to Make Us Feel the Way We Do?
Related Example Bundles
Middle School Phenomenon Model Course 2: Bundle 1
Middle School Topic Model Course 2: Bundle 1

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...